An investigation of chinese mathematics teachers' resources work in collectives and their professional development

International audienceWe propose the notion of documentation expertise (DE) to represent the expertise in teacher documentation work, the schemes for better resource work which consist by skills (organization of action) and related knowledge. Brown (2009, p. 29) defined teacher’s ability to perceive and mobilize curricular resources in order to craft instructional episodes as pedagogical design capacity (PDC), and Pepin, Gueudet, and Trouche (2017) developed this further to define mathematics-didactical design capacity. Further study of Remilliard (2016) detailed the procedures of perceiving the curricular resources (the same way for non-curricular resources) as identifying the mathematical purpose or point underlying mathematical-instructional objects: PDC is the ability to perceive the underlying structures of the designed resources with respect to their instructional intensions. Compared with PDC, DE involves a wider range of resources, compassing a complete process of documentation genesis: resources design, implementation, and reflection